This study sought to ascertain the proportions of time high school library media specialists with and without automated circulation systems spent in various work activity categories. Percentages were used to determine (1) if automating circulation activities made a difference in how a school library media specialist spent his/her time; (2) in what specific areas of a school library media specialist's workload automation made a difference; and (3) if by having an automated circulation system school library media specialists were better equipped to meet the challenges put forth in Information Power. / The percentages were calculated using work sampling. Subjects used random alarm mechanisms (RAMs) and pre-printed forms with work catagories listed to record the data. In response to a RAM, subjects checked the activity they were performing. Categories were constructed from a literature review and refined in a pilot study and by a panel of experts. / State and regional library media supervisors identified matched pairs of media specialists in Alaska, Arizona, Florida, Illinois, Indiana, Kentucky, North Carolina, Oklahoma, and South Dakota. / Findings. Media specialists with automated circulation systems distributed their time differently than those who did not have them. The automated media specialists spent more time in development of the educational program, instructional development and use of technology. Nonautomated media specialists spent more time in circulation and production. No difference was found in administration, instruction, selection, processing, clerical, providing access, reference, organization, or personal time. / Estimates of the Standards Writing Committee of Information Power did not coincide with how either the automated or non-automated media specialists spent their time. The Committee over-estimated the devotion of the media specialists' time in both groups to curriculum and instructional development and underestimated the amount of time actually devoted to administration and personal time. They had also expected the automated group to spend more time in networking types of activities than actually occurred. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3938. / Major Professor: Phyllis Van Orden. / Thesis (Ph.D.)--The Florida State University, 1990.

This historical study investigated the origin, growth, and development of the West Virginia Library Association (WVLA) and the impact which its objectives, programs, and services had upon the growth of librarianship in the state of West Virginia. Major activities and programs of the WVLA from 1914 to the present were detailed; organizational changes (officers, constitution and bylaws, finances, membership, etc.) were cited; the role of the WVLA in fostering public library growth was examined; the relationship between the WVLA and other civic and professional organizations was investigated; and the degree to which the West Virginia experience fit the development of public librarianship and library associations in the Southeast and the nation was examined. / During its developmental years the WVLA eagerly sought the establishment of a state library commission and urged the passage of library legislation. The prominent role in library development which the WVLA played prior to the establishment of the West Virginia Library Commission was greatly diminished after the Commission was established and later grew in power and prestige. Increased federal funding to the Commission, poor internal planning within the Association, and an inability to react to the ever-changing political environment within the state are factors which influenced the decline of the Association's former power. / Appendices include the WVLA's original constitution and bylaws; WVLA officers 1914 to the present; Library Services Act and Library Services Construction Act appropriations, 1957-1990; WVLA conference sites and themes; a chronology of West Virginia library history; list of chairpersons of WVLA sections; and a list of Library Appreciation Day Dinners. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3938. / Major Professor: Ronald D. Blazek. / Thesis (Ph.D.)--The Florida State University, 1990.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 2956. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 32-12, Section: A, page: 7019. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 32-12, Section: A, page: 7018. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 33-02, Section: A, page: 0773. / Thesis (Ph.D.)--The Florida State University, 1972.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 6171. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6122. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-12, Section: A, page: 7382. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-06, Section: A, page: 3120. / Thesis (Ph.D.)--The Florida State University, 1977.